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INTRODUCTION TO STAGE
MAKEUP

Instructor
MATT WEBSTER

Materials
Video modules, Handouts, Transcripts, MP3 Files, PDF of
Powerpoint Slides, Completion Certificate

Course length
9 modules
54 minutes of video
2 credit hours
Course Description
This introductory course in Stage Makeup is brought to you by Matt Webster, and covers all the basics. You’ll learn the tools
you can use to build a makeup kit, how to match skin tone, what are the shapes of the face and how those shapes affect
everything you do with makeup.

You’ll learn about highlight and shadow, blending, basic corrective makeup, safety and hygiene, and lastly, tips for teaching
makeup. And throughout, sample exercises are included so you have the information you need to bring stage makeup into the
drama classroom.

About the Instructor

Matt Webster is a Theatre Educator who has been teaching theatre students AND theatre teachers for almost 30 years. A
former tenured professor of Theatre Education, Matt holds both an MA in Theatre Education and an MFA in Theatre for Youth
and has taught at universities, public schools and professional theatre companies around the country. Currently Matt is the
Education Consultant for the Drama Teacher Academy, and an adjunct professor at Winthrop University.

In addition, Matt is a director, actor and educator who has worked with both children and adults for professional and
community theatre companies from coast to coast, including Honolulu Theatre for Youth, Seattle Children's Theatre, the Silver
Bear Theatre in Albuquerque, Actors Theatre of Charlotte, Theatre Charlotte, Davidson Community Players, Mooresville
Community Children’s Theatre, Matthews Playhouse and Children's Theatre of Charlotte.

Matt is also the author of the book Methods of Teaching Theatre - A Teacher Toolkit, and is an award-winning, published
playwright.

Course Curriculum
Module 0: Introduction 1:03 Module 5: Blending 5:00
This module introduces the course and what will be covered in This module demonstrates how to blend soft and hard edges.
each lesson.
Module 6: Basic Corrective Makeup 15:51
Module 1: Makeup Manufacturers and Tools 9:26 This module focuses on correcting the skin tone, and unifying the
This module helps you understand the tools and manufacturers of makeup look.
stage makeup, and the basics you need to build a makeup kit.
Module 7: Safety, Hygiene, and Working with
Module 2: Skin Tone 4:24 Models 4:19
This module discusses skin tone and how to match base colors to This module covers the basic safety and hygiene tips as well as
different skin tones. best practices in working with models.

Module 3: Shapes of the Face 5:06 Module 8: Tips for Teaching Makeup 4:25
This module shows the four shapes of the face, and why they are This module includes tips for how to teach stage makeup
important in applying stage makeup. techniques to your students.

Module 4: Highlight and Shadow 5:12

This module how to identify and create highlight and shadow.
Standards Connections
Common Core North Carolina Essential Standards
Speaking and Listening Beginning High School Standards - Aesthetics
CCSS.ELA-LITERACY.CCRA.SL.1 - Prepare for and participate B.AE.1.1 - Understand the major technical elements, such
effectively in a range of conversations and collaborations with as sound, lights, set, and costumes, and their
diverse partners, building on others' ideas and expressing interrelationships.
their own clearly and persuasively.
Intermediate High School Standards - Aesthetics
CCSS.ELA-LITERACY.CCRA.SL.3 - Evaluate a speaker's point
I.AE.1.2 - Use the major technical elements, such as sound,
of view, reasoning, and use of evidence and rhetoric.
lights, set, and costumes, for formal or informal audiences.

Proficient High School Standards - Aesthetics

Florida Sunshine State Standards P.AE.1.2 - Apply working knowledge to solve problems in the
Skills, Techniques & Processes major technical elements, such as sound, lights, set, and
TH.912.S.2.2 - Apply technical knowledge of safety costumes, for formal or informal audiences.
procedures and demonstrate safe operation of theatre
equipment, tools, and raw materials. Advanced High School Standards - Aesthetics
A.AE.1.2 - Use the knowledge and skills associated with
technical roles, such as lighting operator, prop master, or
Georgia Performance Standards - stage manager, in an appropriate and effective manner.
Theatre Arts
Grade 6 - Performing Texas Essential Knowledge and Skills
TA6.PR.2 - Execute artistic and technical elements of
theatre., a. Incorporate technical elements in performance. for Theatre Arts
MS 117.211 LI - Creative Expression: production
Grade 7 - Performing C.3.D - use technology in theatrical applications such as live
TA7.PR.2 - Execute artistic and technical elements of theatre, video, and film.
theatre., a. Select a variety of technical elements that can be
applied to a theatrical work., b. Incorporate artistic and MS 117.212 LII - Creative Expression: production
technical elements into a theatre performance. B.3.D - use technology in theatrical applications such as live
theatre, video, and film.
Grade 8 - Performing
TA8.PR.2 - Execute artistic and technical elements of MS 117.213 LIII - Creative Expression: production
theatre., a. Incorporate artistic and technical elements into a B.3.B - create theatrical elements such as scenery,
theatre production., b. Resolve conflicts in technical properties, lighting, sound, costume, makeup, and publicity
applications. using the principles of design.
B.3.D - use technology in theatrical applications such as live
Grades 9-12 - TECHNICAL THEATRE LEVELS I-IV - theatre, video, and film.
Creating
TAHSTT.CR.1 - Create technical elements of theatre (e.g. HS 117.315 LI - Creative Expression: production
sets, props, costumes, makeup, lighting, sound)., a. Explore C.3.A - develop and practice technical theatre skills.
and utilize the elements of design and principles of C.3.B - apply technical knowledge and skills safely to create
composition for a theatrical context., b. Create basic to or operate theatrical elements such as scenery, properties,
advanced technical elements by choosing appropriate lighting, sound, costumes, makeup, current technology, or
materials, tools, and techniques., c. Analyze and/or develop publicity.
choices in technical elements (e.g. sets, lights, costumes, C.3.C - perform a role such as actor, director, designer,
sound) of informal and formal productions and theatrical texts technician, or editor in production decision making and
as a part of the design process, considering mood, tone, and collaborate with others in a production role to tell a story
symbolism., d. Create industry standard paperwork (e.g. through live theatre or media performance.
budgets, cut lists, materials, cue sheets, lighting and costume
C.3.D - demonstrate responsibility, artistic discipline, and
plots, schedules, calendars) as it relates to completing design
creative problem solving by concentrating in one or more
renderings and/or models., e. Conceptualize and/or generate
areas of theatre production such as acting, technical theatre,
design elements for a dramatic work (e.g. scene, one act, full-
or theatre management.
length, musical).
HS 117.316 LII - Creative Expression: production
Grades 9-12 - TECHNICAL THEATRE LEVELS I-IV -
C.3.A - develop and practice safe and effective stagecraft
Producing
skills.
TAHSTT.PR.1 - Produce technical elements in theatre., a.
Identify, explain, and demonstrate standard safety guidelines C.3.E - develop responsibility, artistic discipline, and
and operating procedures for tools and equipment used in creative problem solving by concentrating in one or more
formal and informal theatre productions., b. Identify and areas of theatre production such as acting, technical theatre,
interpret design and construction documentation, materials, or theatre management.
techniques, and procedures for production., c. Differentiate
HS 117.317 LIII - Creative Expression: production
between stock and non-standard material, scenic, or technical
C.3.A - experiment with technical elements of theatre safely
elements related to a production., d. Conduct initial research
and effectively in improvisation or scripted scenes or plays.
about design to inform further development of the production
concept., e. Explore and/or produce an appropriate series of C.3.E - perform the role of actor, director, or technician,
design documentation for a theatrical production (e.g. demonstrating responsibility, artistic discipline, and creative
thumbnail sketches, swatches, first renderings, mixed media problem solving.
presentation). HS 117.318 LIV - Creative Expression: production
 C.3.A - experiment with the technical elements of theatre GRADE 9 - DRAMA - Exploring and creating
safely and effectively in improvisation or scripted scenes or Demonstrate an understanding and appreciation of
plays. personal, social, cultural, historical, and environmental in
relation to drama

Alberta, Canada GRADE 9 - DRAMA - Reasoning and reflecting

Technical Theatre/Design 10-20-30 - Makeup Develop and refine ideas and technical skills to improve the
1 - demonstrate understanding of the purpose of makeup quality of performance pieces
2 - recognize the importance of illusion in makeup design GRADE 9 - DRAMA - Communicating and documenting
3 - demonstrate understanding of the importance of artistic Adapt and apply learned skills, understandings, and
unity in makeup design processes for use in new contexts and for different purposes
4 - show awareness of need for safety and cleanliness when and audiences
working with makeup GRADE 10 - DRAMA - Explore and Create
5 - examine physical structure of the face Experiment with a range of props, processes, and
7 - identify basic makeup supplies: bases, highlights, technologies
shadows, liners, powders, cleansers, brushes, sponges, crepe
hair, adhesives GRADE 10 - DRAMA - Reason and reflect
Apply feedback to develop and refine ideas
8 - differentiate between abstract, straight and character
makeups GRADE 10 - DRAMA - Communicate and document
9 - demonstrate understanding of symbolism and Compose, interpret, and expand ideas using symbolism and
psychological implications of colour, texture, line and shape imagery

Junior Orientation GRADE 11 - DRAMA - Explore and Create

focus concentration on one task at a time Experiment with a range of materials, props, processes, and
generate imaginative and creative solutions to problems technologies to create and refine performances
listen effectively Purposefully select and combine dramatic elements and
meet deadlines and follow through on individual and group conventions
commitments GRADE 11 - DRAMA - Reason and reflect
Junior Goal I Objectives Describe, analyze, and respond to ways in which props,
develop a sense of responsibility and commitment technologies, and environments are used in drama, using
discipline-specific language
develop the ability to initiate, organize and present a
project within a given set of guidelines GRADE 12 - DRAMA - Explore and Create
extend the ability to think imaginatively and creatively Experiment with a range of props, processes, and
strengthen powers of concentration technologies to create and refine innovative dramatic works

Technical Theatre - Application GRADE 12 - DRAMA - Reason and reflect

12 - demonstrate understanding of and apply appropriate Describe, analyze, and evaluate ways in which props,
regulations, procedures and precautions to ensure safe technologies, and environments are used in drama, using
working conditions discipline-specific language
13 - determine and acquire necessary supplies or GRADE 12 - DRAMA - Connect and expand
substitutes to construct the planned project Explore educational, personal, and professional
14 - use appropriate tools and skills to assemble or opportunities in the performing arts
construct the planned project

Senior Goal I Objectives Ontario, Canada

apply imaginative and creative thought to problem-solving Grades 9 & 10 - Foundations - Responsible Practices
situations C.3.1 - identify and follow safe and ethical practices in
demonstrate a sense of responsibility and commitment, drama activities (e.g., exhibit safe use of sound and lighting
individually and to the group boards; follow procedures for the environmentally responsible
demonstrate the ability to considered decisions, act upon use of materials and energy; prepare an individual or group
them and accept the results seminar report on the nature and purpose of one or more of
demonstrate the ability to initiate, organize and present a the following: copyright protection, royalties, public domain,
project within a given set of guidelines intellectual property rights)
extend the ability to concentrate Grades 9 & 10 - Foundations - Concepts and
Orientation Drama 10 Terminology
concentrate on the task at hand C.1.1 - identify the drama forms, elements, conventions,
and techniques used in their own and others’ drama works,
demonstrate effective use and management of time and explain how the various components are used, or can be
listen to self and others used, to achieve specific effects, with a focus on ensemble
make effective decisions or choices drama works (e.g., how a comic drama form can be used to
solve problems imaginatively and creatively convey a serious message, how setting and time period can
be used to sharpen the focus on a moral dilemma, how
characters can be used to vary the mood within a drama)
British Columbia (2018) C.1.3 - demonstrate an understanding of production roles,
practices, and terminology when planning and presenting
drama works (e.g., set design, costume design, lighting plot,
light cue sheet, sound cue sheet, prompt book, set sketch, set
model)